Beruflich Dokumente
Kultur Dokumente
Study
Packet
AED
308-309
Fall 2015
Inquiry
IV
Case
Study
Guidelines
for
Fieldwork:
Sample
Case
Study:
Tully
School
District
and
Tully
High
School
In
your
participant-observation
school
setting,
you
will
be
responsible
for
conducting
and
reporting
on
your
school
and
one
classroom
in
that
school
in
a
case
study
format.
The
long-term
goal
of
this
case
study
is
to
be
able
to
speak
coherently
about
the
following.
Based
on
your
ethnographic
observations
across
sites
of
inquiry
in
this
school
and
in
one
classroom
in
particular
and
based
on
your
findings
from
your
other
inquiry
assignments,
how
do
you
think
adolescents
acquire
language
and
what
are
they
doing
with
the
language
they
acquire?
1. What
are
the
language
acquisition
and
literacy
frameworks
that
inform
the
practice
of
the
teacher
you
are
observing?
Where
do
these
frameworks
come
from
and
how
do
they
relate
to
the
frameworks
and
policies
found
in
the
school,
community,
state,
or
Department
of
Education
in
the
federal
government?
2. What
are
the
implications
of
these
frameworks
for
the
adolescents?
a. What
kinds
of
identities
as
writers,
readers,
researchers,
learners,
and
people
are
the
adolescents
in
your
setting
and
in
our
readings
acquiring
and
how?
b. What
kinds
of
identities
through
writing,
reading,
and
learning
are
the
adolescents
in
your
setting
acquiring
and
developing?
c. What
are
the
adolescents
in
your
setting
learning
about
themselves,
texts,
language,
other
people,
and
the
world
through
the
literacy
frameworks
they
are
encountering
in
their
reading,
writing,
and
research
endeavors?
d. What
kinds
of
agency
do
they
have
to
determine
what
they
learn?
3. What
counts
as
learning
in
your
setting?
4. To
what
extent
are
the
literacy
opportunities
in
the
classroom
aligned
with
the
literacies
of
the
adolescents
there?
For
each
week,
you
are
responsible
for
taking
fieldnotes
in
your
setting
and
in
the
classrooms
in
which
you
are
observing.
I
recommend
spending
a
morning
or
afternoon
of
2-3
hours
each
visit
and
going
at
least
two
times
a
week.
In
this
time,
I
ask
that
you
School
District
Demographics:
History
provided
by:
http://www.tullyschools.org/teacherpage.cfm?teacher=489
Quote
from
the
Tully
Times
of
8/19/1893
A
good
school
is
one
of
the
grandest
institutions
a
town
can
possess.
It
is
the
keystone
of
enlightenment
and
advancement.
History
of
the
Schools
in
the
Village
of
Tully
1801:
Miss
Ruth
Thorpe
established
the
first
school
in
Timothy
Walkers
barn.
1804:
A
log
schoolhouse
was
erected
in
the
village.
1809:
A
frame
schoolhouse
was
built
to
replace
the
log
schoolhouse.
This
structure
was
destroyed
by
fire
in
1823.
1823:
The
Little
Red
Schoolhouse(only
20x25
ft)
was
built
on
the
same
property
as
the
present
elementary
school
but
was
much
closer
to
the
road.
1848:
A
better
school
was
built
in
place
of
the
red
schoolhouse.
It
was
a
2-story
frame
School Demographics
Population
statistics
Race,
class,
gender,
ethnicity
of
population
Type
of
industry/employment
available
to
population
Median
income
for
district
and
for
different
demographics
Countries
represented
and
languages
spoken
in
district
Number
of
students
supported
by
district
Percentage
of
students
eligible
for
free/reduced
lunch
Fall
2015
o Choice of questions
o Sequences of talk
o Literacy practices
Reading
strategies
6
Fall 2015
Language
learning
opportunities
Language
forms,
functions,
and
discourses
Grammar
and
vocab
instruction
o Identity
work
Helpful
resources:
New
York
Report
Cards
Provide
information
regarding
test
scores
and
annual
yearly
progress
and
funding
for
New
York
schools
https://reportcards.nysed.gov/
Census
Data
http://www.census.gov/2010census/data/
Town
Hall
websites
Cortland
Library
Resources:
New
York
Newspapers
http://cortland.libguides.com/content.php?pid=337444&sid=2898237#.UiEP2OICSTU.e
mail
Fall 2015
INQUIRY IV:
Final Reflection
APPROXIMATELY DUE DECEMBER 10, 2014
Part
I:
Overview
of
Fieldnotes
Please
provide
an
in-depth
analysis
of
the
language
and
learning
opportunities
afforded
to
the
adolescents
in
your
classroom.
Please
answer
with
specific
examples
from
your
fieldnotes
each
of
the
four
questions
at
the
beginning
of
this
packet.
Drawing
on
the
criteria
listed
under
Teacher
Literacy
Frameworks
and
Programs,
please
provide
specific
examples
from
your
fieldnotes
of
how
the
literacy
frameworks
at
play
in
your
school
district
and
school
influenced
your
teachers
literacy
frameworks
and
practices
and
the
learning
and
identity
opportunities
of
the
students.
Then,
please
provide
specific
examples
from
your
fieldnotes
of
specific
types
of
literacy
events
that
took
place,
articulating
the
patterns
to
the
kinds
of
texts,
questions,
literacy
practices,
engagements
with
one
another,
etc.
the
teacher
designed
for
students.
Please
speak
to
each
criteria
in
this
list,
providing
specific
examples
of
language
learning
and
identity
development
that
took
place
within
specific
kinds
of
literacy
events.
You
will
want
to
analyze
how
each
criteria
interrelates
with
the
others
within
specific
kinds
of
literacy
events.
Here
is
an
example
of
what
this
would
entail.
When
students
were
grouped
in
x
arrangement
and
had
the
opportunity
to
dialogue
together
about
open-ended
and
dialogic
questions
such
as
y,
the
identities
available
to
them
included
the
following.
George
exercised
his
strengths
as
a
close
reader.
Nelly
contributed
her
knowledge
of
military
tactics
to
explain
the
setting
in
the
novel,
and
Jill
became
the
internet
researcher
of
definitions
for
words
they
did
not
understand
and
of
historical
dates
about
which
they
were
curious.
The
language
learning
opportunities
in
this
set-up
were
many.
As
a
close
reader,
George
was
able
to
help
Nelly
and
Jill
slow
down
and
re-examine
words
and
their
meanings
within
the
specific
context
of
a
sentence
and
paragraph.
Jill
in
turn
added
more
dimensions
to
these
words
by
researching
them
in
an
on-line
dictionary.
Nelly
provided
even
more
context
for
the
words
with
her
military
knowledge.
In
these
kinds
of
literacy
events,
literacy
was
both
a
critical
and
a
social
practice
as
well
as
a
skill.
The
question
at
hand--
what
is
the
writer
trying
to
show
us
about
the
influence
of
drones
on
Afghani
childrenaligned
with
the
reading
goals
of
each
student.
The
text
had
already
piqued
their
interest
and
their
compassion
for
the
children.
Thus,
George
naturally
slowed
down
to
read
and
define
more
words,
and
Nelly
and
Jill
jumped
on
board,
trying
to
discern
what
the
writer
had
10